This article proposes a progressive, experiential and collaborative approach to sustainable tourism pedagogy (STP). Six core STP literacies (technical, analytical, ecological, multi-cultural, ethical, policy and political) are identified, which guide skill and knowledge development for the sustainability practitioner. These are facilitated through experiential education in the field that facilitates critical thinking, practical knowledge and participatory action. It is argued that a critical reflexive stance combined with a collaborative community service-learning approach in STP enables phronesis (practical wisdom) and praxis (social change). A case example is provided of an academic-community collaboration involving undergraduate students, local public and private sector stakeholders, plus diverse rural residents that came together temporarily to explore a cultural heritage issue and challenge. This collaboration facilitated collaborative learning, diverse community involvement and community service. The case overview illustrates a teaching opportunity that conveys how some of these STP priorities were undertaken, including the need for critical social action (to address not only environmental issues but also social-cultural sustainability issues related to the well-being of minority, marginalized and diverse populations).
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